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粤教版三年级《科学》上册

认识空气

仙源中心学校李康

教学目标

1、科学概念

空气是一种看不见、摸不着、没有气味、没有味道的透明气体,空气确实存在于我们的周围,我们可以借助其他物体感觉到空气的存在;空气不但占据空间,还能流动。

2、过程与方法

运用感官可以感觉空气的存在;运用实验的方法可以深入研究空气;借助不可见物质对可见物质的“扰动”,可以观察到不可见物质;在动手实验前,对可能发生的现象作出假设,有助于我们对空气的探究。

3、情感态度与价值观

运用多种形式使学生产生研究空气的强烈好奇心和积极的探究欲望,并愿意把自己对空气的感知、认识与同学们交流分享。

教学重点,难点

结合本课内容特点和三年级学生接受能力出发,教学重点是感受空气的存在,流动及知道空气占据空间

教学难点是培养学生对实验结果进行分析,得出实验结论的能力

教学准备

教师用:1个水槽,2个透明的杯子,旧报纸。

学生用:材料1、透明的塑料袋,牙签。材料2、水槽,透明的杯子、旧报纸。

教学流程

“创设情境,导入新课”;“提出问题,师生探究”;“运用媒体,思维提升”;“总结延伸,拓展视野”三个教学流程。

一、教学过程

(一)导入

1、谈话:同学们,你们见过降落伞表演吗?想看吗?好,我们共同来欣赏一段精彩的降落伞表演。不过,你们要认真观察,边看边思考,降落伞是靠什么撑起来的?

2、课件出示降落伞表演

3、师:空气跟我们的生活息息相关,今天我们就用科学研究的方法来认识空气。板书:认识空气。

【目的:创设问题情境,让学生知道所要研究的内容。】

(二)提出问题,师生探究

1、演示操作,利用感官感觉空气的存在

演示:拿一个装有水的饮料瓶(能捏动的塑料瓶子),然后打开盖子把水倒掉,再把盖子盖上,然后用手捏瓶子。

提问:为什么捏不瘪呢?瓶子里面有没有东西呢?怎样才能证明空气的存在?

活动:设计实验、实验验证猜想。

学生发表自己的意见(如挥动手中的风车、扇动扇子、风吹树叶摆动……)

【目的:让学生经历对现象的猜想、设计实验、验证空气的存在的探究过程。】

2、引导用感官了解空气

提问:(1)对于空气,你知道些什么?(2)你是通过什么知道空气的这些特点的?

任务:其实空气还有不少的秘密大家是没有发现的,你能想个方法把空气“逮住”放在我

们面前吗?

活动:学生用各种方法收集空气。

观察:用我们的手、口、耳看看能不能发现空气更多的秘密。

交流:学生汇报观察结果。

师小结:空气是一种看不见,摸不着、没有颜色、没有味道、透明的气体。

板书:空气无色、无味、透明的气体

【目的:让学生想办法“捕捉”空气;在学生在对空气已有的认知基础上,进一步利用不同的感官、不同的方法获得对空气性质的认识。】

3、实验探究空气占据空间、空气能够流动

(1)实验一、小魔术

①教师为每个小组准备一个水槽、一个透明的杯子、旧报纸。

实验步骤和方法:①把纸团紧紧塞到玻璃杯的底部;②倒扣直立着按入水底。

实验中从两方面给学生以启示:①实验中,从水槽的侧面看玻璃杯,会十分清楚地看到玻璃杯有一大截“空"着;②将玻璃杯竖直提起后,再看纸团,纸团不会湿。

②小组合作动手实验

③学生汇报交流。)

④小结,得出结论

从这个实验说明空气占据空间(师板书)不管什么地方,只要有间隙,就一定被空气占据.像我们的书包,文具盒里就有间隙,也就有空气.

(2)实验二、谁赶走了杯子里的水

教师为每个小组准备一个水槽、2个透明的杯子。

①教师创设问题情境

师:的确,空气在哪儿都能占据空间。我们再来表演一个魔术,看看又有什么新发现,大家看——

②教师演示

教师把一个杯子斜着放进水中,使杯中灌满水,用另一只手把第二个杯子倒过来,直立着按入水中。问:能不能把瓶子里的空气装到杯子里?

③教师演示,提醒注意观察水面的变化。问:你发现了什么?板书:会流动

④学生实验、汇报

小结:正是这样,看不见的空气在能看见的水里流动,形成气泡,这样我们就看到了空气,这是科学上的一个很重要的方法,也是科学的魅力所在。看,我们是不是很了不起,又有一个新的发现。

【目的:通过实验研究空气占据空间、空气可以流动的】

三、运用媒体,思维提升

多媒体播放“身边的空气”视频,让学生运用所学知识说说对空气的认识。

四、总结延伸,拓展视野

1、齐读板书

2、延伸:师(把一个漏斗插在一个可乐瓶里,往漏斗里快速倒入一袋酱油,迅即,酱油漏不下去了)想想这是什么原因?怎样才能使酱油快速地漏下去呢?请你想一想,课外设计一个方便使用的漏斗。

板书:认识空气

无色、无味、透明的气体

空气占据空间

会流动

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